|Characteristics of a model society, |
as determined by students on the first day of the course.
I really have found the essential question for the unit (What is the perfect society for Canada?) to be helpful. On the first day of the course (way back in February), the students and I brainstormed possible answers to all of the unit essential questions on chart paper. I began Unit 3 by referring the students to what we came up with as characteristics of the model society and gave them a chance to add some new characteristics.
I did some direct teaching of the immediate postwar era and Louis St. Laurent's leadership. We focused on key people, events, and issues that helped determine what Canadian society looked like during this time. Afterwards, students got into small groups and were responsible for creating a slideshow about the final three Prime Ministers of the unit: Diefenbaker, Pearson and Trudeau. The slideshow requirements are below.
I was very impressed with my students' work. I did not directly teach any of them what any of the three
|How I used to feel when teaching the post-war period.|
Obviously, nothing is perfect. There are certainly things I will change the next time I teach. For example, many students skipped, or skimmed over, discussing French-English relations. I'm not entirely sure how I will approach this omission. My first thought was to directly teach the tenuous relationship during this time period. Upon further refection, I could also add French-English relations specifically to the task outline.
I feel that this independent task prepared students to transfer their learning from the unit to the summative task. When I reviewed the assignment, I was concerned because I had trouble seeing a connection between the assignment question ("what was the most dominant value in Canada during this time period?") and the unit essential question. After listening to the students' slideshows, the summative assignment made complete sense. It demands that students now synthesize the visions of the Prime Ministers during this time period and find an overall similarity and defend it.
Overall, I feel like this was the best job I have done teaching the post-war era, despite some concerns. I am unfortunately not teaching CHC2D next year, but I really think that I can easily adapt this learning strategy for my CHC2P class.